Statisticians in the classroom have long struggled with helping students understand p-values and statistical significance. One synopsis of the literature identifies five common student errors, misconceptions or difficulties about p-values. These misconceptions range from falsely believing that the p-value is always low to misinterpreting the p-value as the probability that the null hypothesis is false. To investigate students' understanding of and reasoning about p-values, the researchers administered a test instrument comprised of a subset of questions from the Comprehensive Assessment of Statistics (CAOS) and Reasoning about P-values and Statistical Significance (RPASS-8) scales, and conducted follow-up interviews with students. In this presentation researchers will discuss preliminary results and outline areas for future research including refinement of the instrument and evaluation.

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